any takers for elementary education -to work in India now? The salary would be about $20,000 -40,000 per annum atleast.
Umesh
Barbara Perlo <[EMAIL PROTECTED]> wrote:
Barbara Perlo <[EMAIL PROTECTED]> wrote:
From: "Barbara Perlo" < @gse.harvard.edu>
To: iep @ gse.harvard.edu
Date: Tue, 04 Jul 2006 13:37:19 -0400
Subject: [Iep] UNICEF posting
Programme Officer - Education
New Delhi, India, L-4
UNICEF, the world's leading organization working for the rights of
children, seeks a Programme Officer - Education to join the UNICEF
Education team in the India Country Office. The prospects for making a
lasting contribution towards a more inclusive, child friendly and effective
elementary education system have never been more promising. The national
policy environment is very open to new ideas in order to meet the current
challenges. UNICEF is now looking for a solid, committed professional to
help the team develop evidence-based strategies to inform and influence
national policies and programmes.
Key Responsibilities
Under the guidance of the Chief, Education Section, the responsibilities
for this post include:
· Synthesizing and analyzing data to prepare evidence-based policy
briefs;
· Creating costing models to ascertain the feasibility of projects;
· Providing technical assistance to states for program monitoring and
data analysis;
· Undertaking field visits to monitor UNICEF programmes in different
states;
· Participating in external meetings to facilitate knowledge sharing
and promote UNICEF programme goals;
· Contributing to fine-tuning and quality control on UNICEF-sponsored
studies and evaluations
Key Requirements
· Strong critical thinking skills and ability to synthesize large data
for policy briefs;
· Strong knowledge of research methodologies and ability to create
costing models;
· Strong advocacy skills and in-depth knowledge of best practices,
innovations and current debates in the field of education worldwide;
· 8 - 10 years progressively responsible professional work experience
at the national and international levels in policy analysis, advocacy,
programme planning, management, monitoring and evaluation;
· Fluency in English and another UN language required. Knowledge of one
of the
local working language of the duty station is an asset;
· Advanced university degree in social sciences, education or related
technical field
Application Instructions
A detailed job description attached to this email. If you want to make a
lasting contribution to build a better world for children and match the
profile outlined, send a detailed curriculum vitae in English, AND a duly
completed United Nations Personal History form (which can be downloaded at
http://www.unicef.org/about/employ/index_apply.html) to Neha Jhalani at
[EMAIL PROTECTED] Acknowledgement will be sent to short listed
candidates only.--------
1. ORGANIZATIONAL SETTING
a) REPORTS TO: (Indicate post, by job title and level, to which this position reports.)
(1) Chief, Education Section (L-5 IMIS No.____)
b) RESPONSIBILITY FOR WORK OF OTHERS (Indicate the title, level and number for whose work the post
is responsible.)
Title Level Number
Sr. Programme Asst GS7 One
Secretary GS4 One
c) ORGANIZATION CHART (Show the IMMEDIATE SECTION where the post is located, as well as the
supervisor, subordinates and all other related posts. Only the officially approved organization
chart should be used.)
See attached organogram
2. PURPOSE OF THE POST (Statement of overall post accountability.)
(1) Under the general guidance of the Chief, Education Section, responsible for the planning,
implementation, monitoring and evaluation of the Education programme within the country programme.
3. MAJOR DUTIES AND RESPONSIBILITIES (Describe in order of importance what incumbent does and how.
Do not exceed more than 10-12 major duties. Indicate the percentage of time devoted to each duty
or responsibility. Do not include duties of less than 5%.)
Percentage
25% 1. Reviews and synthesizes data-based evidence to develop policy briefs and strategies for
strengthening quality education with emphasis on teacher development, achievement testing and
social inclusion. Provides technical support to states for data analysis and program monitoring.
15% 2. Ensures that the preparation of appropriate analyses and updates is based on rigorous data
analysis and research. Provides technical support and guidance to field officers to analyse
existing data and conduct research in order to evaluate programme achievements against measurable
indicators. Develops program linkages with key institutes and partners in India and abroad.
10% 3. Reviews and evaluates the financial feasibility and constraints of UNICEF
programmes/projects in co-ordination and collaboration with government and other partners. Assists
in developing costing models that include multiple inputs in order to achieve the desired
programme outcome, keeping in mind the realities of the Indian context.
10% 4. Undertakes field visits, evaluations and studies in order to monitor and evaluate programme
implementation. Identifies problems and proposes timely remedial action. Identifies alternative
courses of action to accelerate/improve programme delivery.
10% 5. Participates in the formulation and review of programme goals and strategies for the UNICEF
plan of co-operation. Assists in ensuring that they are founded on sound research relating to
innovative education practices and effective education management that measures the impact of
child-centred curricula. Plans, implements and monitors assigned activities in the
UNICEF-Education plan of cooperation.
10% 6. Develops the workplan for the Education sector and monitors compliance to ensure objectives
and targets are met in a timely manner. Establishes effective internal monitoring, information,
results based management and reporting systems. Guides and supervises professional and support
staff, ensures their training needs are met, and provides on-the-job training to strengthen their
skills and understanding in the area of quality education. Co-ordinates activities and exchange
information/ideas with other programme sectors.
10% 7. Participates in the preparation of programme reports for management, Board, donors, budget
reviews, programme analysis, annual reports, etc. Assists the Chief, Education Section in the
management and administration of the Section.
5% 8. Co-ordinates with Operations/Supply staff on supply and non- supply assistance activities.
Works with the Education Section to approve disbursement of funds ensuring proper utilization and
accountability, and that activities are within established plans of action, and the programme
budget allotments. Develops capacity to better scope and manage field studies and data.
5% 9. Coordinates activities and exchanges information/ideas with other programmes, to contribute
to achievement of overall country programme objectives. Participates in establishing effective
monitoring, information and reporting systems, and in the development of communication materials
and strategies to support advocacy and community participation.
4. WORKING CONDITIONS (Do the duties of this post involve frequent travelling or unusual
conditions, or is it an office-based post?)
Post is office based with frequent travel within the country and occasionally outside.
5. IMPACT AND CONSEQUENCE OF ERROR
(a) Describe the type of decisions regularly made and the impact of those decisions.
Makes technical decisions relating to data interpretation, and relating to planning, policy
development, organization and implementation of proposals related to the education strategy of the
Master Plan of Operation (and thereby the workplan). Decisions would include financial and
resource allocations and monitoring etc.
These decisions not only affect the quality and quantity of UNICEF assistance to Government/NGOs
within the framework of the MPO, but have a direct bearing on the efficiency and effectiveness of
programme outcomes.
(b) Describe the type of recommendations regularly made and why they are important.
i) Identify priorities and major areas for UNICEF support in light of relevant data and
international experience, in relation to the National Education Policy of Government of India and
Master Plan of Operation;
ii) Reviews and recommends areas for programme development and UNICEF assistance which will have a
bearing upon future programming;
iii) Recommends linkages with other sectors of UNICEF intervention as well as external technical
assistance and resource requirements;
iv) Develops policy recommendations to Government of India and state governments regarding the
needs and capacity of the education sector.
Recommendations, if accepted, directly affect a whole range of the organizations activities, and
those of government and other agencies. This includes issues of a policy nature.
(c) Describe the most damaging error(s) that could be made in the performance of the job and their
consequences.
i) The most damaging error would be in the areas of data interpretation assessing country
situation and needs and in the recommendations relating to UNICEF support. Application of
experience from other countries must be judiciously applied to Indian realities to assure optimal
use of international practices and to avoid inappropriate adoption of education policy and
practice.
ii) Errors in decisions or recommendations would cause damage to the organizations programmes in
terms of wastage of human and financial/material resources, impeding the achievement of goals and
objectives.
6. INDEPENDENCE (Describe the degree of direction or management guidance the incumbent receives
from the immediate supervisor, (e.g., incumbent exercises judgement, takes initiative, etc., under
minimal supervision.)
Within the overall policy direction of the Chief of Section, the incumbent would exercise
considerable freedom and independent initiative and judgement. The incumbent functions in close
support and collaboration with Section Chief, working as part of the Education team in the India
Country Office.
7. GUIDELINES
(a) Indicate which guidelines are required for performing the duties of the post (rules,
regulations, policies, procedures, practices, precedents, manuals, instructions, etc.)
UN programme manuals and policy guidelines
UNICEF programme manuals and policy guidelines
UNICEF Board Policy Paper, PRO's and Executive Directive
UNICEF Country Programme Plans
UNICEF personnel, financial, supply and administrative
rules, regulations and manuals
Government development plans and policies (Government of India and state governments)
Office Workplan
Technical literature or related programmes
Cooperating Agencies guidelines and manuals
(b) Describe the degrees to which interpretation of, and deviation from, existing guidelines are
permitted, and the authority to propose or establish new guidelines.
Considerable freedom exists to interpret/deviate from existing practices and evolve guidelines and
recommend policy direction and/or changes suited to the existing situations and problems. In fact,
this aspect is an integral and significant part of the job, given the fact that global education
policy can only be implemented on a country specific basis, taking into consideration the social,
political and cultural practices of the country.
8. WORK RELATIONSHIPS
Indicate both the purpose and level of contacts within and outside UNICEF in order to perform the
work effectively.
CONTACT PURPOSE & FREQUENCY
a) Internal
Representative/Deputy Director (Occasional) receive policy, directions, discuss progress
Other Section Chiefs (Occasional) exchange of ideas and inter-sectoral cooperation
Programme and Project Officers (Frequent) to support programme
At ICO and Field Officers development, implementation, monitoring and evaluation. Provide
technical and advisory assistance
Information Officer (Frequent) strategies for information and social mobilization
Operations and Supply Staff (Frequent) financial and supply management and monitoring
Other country office staff (Occasional) coordination and information exchange
State Representatives (Occasional) as above
b) External
Government officials of relevant (F) Intersectoral cooperation,
Ministries, and regional/sectoral advocacy, technical support
and provincial government and programme/project
counterparts implementation
UN and other international (F) Coordination of activities,
and bilateral agencies, NGO's advocacy and exchange of
and private sector organizations information
National and international (F) Coordinating of information
research agencies and think sharing
tanks
9. QUALIFICATIONS AND COMPETENCIES required to perform duties of the post:
(a) EDUCATION (Indicate the level of formal education and precise field and/or training and field
of specialization required.)
Advanced university degree in Social Sciences, Public Policy, International Development or
Education. Qualified candidates with a degree in Education and superior grasp of research
methodologies are especially encouraged to apply.
(b) WORK EXPERIENCE (Indicate the length and type of practical experience required at the national
and international levels.)
8 - 10 years progressively responsible professional work experience at the national and
international levels in policy analysis, advocacy, programme planning, management, monitoring and
evaluation in Education.
(c) LANGUAGES (Indicate the language requirements.)
Fluency in English and another UN language required.
Knowledge of one of the local working language of the duty station is an asset.
(d) COMPETENCIES (Indicate what key competencies are required, such as computer knowledge,
management, communication, negotiating or training skills, etc.)
· Strong critical thinking skills and ability to synthesize large amounts of data for a policy
brief
· Ability to create and navigate costing models that ascertain the financial feasibility of UNICEF
programmes and projects
· Demonstrated experience in policy analysis and advocacy at the national and international levels
· Expertise in the principles of Education relating to achievement testing, pedagogic
methodologies, active learning, and child-centred curriculum design
· Current knowledge of world-wide best practices, innovations, technology and debates in the
Education Programme Sector
· Proven ability to conceptualize, develop, plan and manage programmes, as well as to impart
knowledge and teach skills
· Leadership and teamwork abilities
· Demonstrated ability to work in a multi-cultural environment and establish harmonious and
effective working relationships both within and outside the organization
· Computer skills, including internet navigation and various office applications.---
Barbara Perlo
Coordinator, International Education Policy
Harvard Graduate School of Education
434 Gutman
6 Appian Way
Cambridge, MA 02138 USA
617-495-4845 Phone
617-496-3095 Fax
_______________________________________________
http://www.gse.harvard.edu/iep
Umesh Sharma
5121 Lackawanna ST
College Park, MD 20740
1-202-215-4328 [Cell Phone]
Ed.M. - International Education Policy
Harvard Graduate School of Education,
Harvard University,
Class of 2005
weblog: http://jaipurschool.bihu.in/
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